The COVID-19 Pandemic produced a seismic shift in education, affecting over 1.6 billion educators and students worldwide (UNESCO, 2021). This research focused on the experiences of eight EAL teachers at colleges in British Columbia, Canada, during the switch to emergency remote teaching (ERT) during the Pandemic from 2020 to 2021, aiming to answer the question, "How (if at all) has the COVID-19 pandemic impacted the teaching strategies of TEAL (Teacher of English as an Additional Language) practitioners at post-secondary colleges in British Columbia, Canada?" Brookfield's (2017) four lenses of critical reflection were used to frame the research questionnaire and semi-structured interview questions. Braun and Clarke's (2019) reflexive thematic analysis (RTA) model was employed to analyze the datasets. The findings revealed how the pandemic accelerated a shift in EAL teachers' approaches to teaching, heightened their awareness of the need for educational equity, and underscored the necessity for ongoing professional development. Key teaching recommendations are proposed for EAL college classrooms post-pandemic, based on teachers' reflections and current literature. Accompanying this is a proposed definition of a Post-Pandemic Pedagogy of Second Language Acquisition for this dissertation.
Tyler Ballam (Thu,) studied this question.